Written exercises. Compositions on topics of interest, letter writing, business correspondence including applications, invoices, advertisements, and telegrams.
The methods employed in presenting the mother-tongue are quite plainly set forth in the foregoing outline. Though the content is not so specifically defined, the general lines are indicated in such a way as to give very adequate insight thereinto. Some of the methods of presentation seem somewhat cumbersome and rather antiquated. This impression is due chiefly to terminology. The actual work in the schoolrooms is flexible, free, and, as a rule, attractive. The latitude granted to the teachers in all their work admits of almost unlimited individual initiative. Many of their teachers are quite expert in the most modern methods.
The utilitarian idea which pervades every phase of their school work is especially noticeable in the teaching of their own language. In harmony with this idea, let me call attention to the fact that, from the first, constant use is made of every attainment in both oral and written form. The oral work embraces the reading of the text, reading from the blackboard, and conversational exercises on the special topics being considered. Written work on the same lessons include copying of certain selections or parts of them and original expressions in regard to the contents of lessons read. In the advanced grades these written exercises become more and more extended and complicated until they amount to complete essays. Special attention is given to correct forms of expression and to the acquirement of habits of clear and distinct enunciation. The child, who from his earliest school days becomes habituated to exact pronunciations, is very liable—almost sure—to spell correctly; and, when constant use is made of the language in written exercises, the accepted and approved forms of expression become the fixed usages.
Now their treatment of the mother-tongue is a combination of our reading, spelling, language lessons, grammar, rhetoric, and literature, all taught in their natural order as they arise through actual use. Incidentally, vast amounts of biography, history, geography, and natural science as well as writing are included. The richness of content and thoroughness of treatment deserve careful consideration in the writing of courses and still more in their application. Specialization in phases of a single subject in lower schools nearly always means waste of energy, scattering of forces, and disappointment in the end. On the contrary, unification and close correlation result in economy of time and effort, and issue in more worthy attainments. The several fields of thought are already too much isolated from each other, and unless some guards are erected the individual fields also will be broken up and their distinctive phases so divorced from one another that their cooperative tendencies and values will become void and their relationships will be lost sight of. Norwegian is easily the preponderant study in Norway's schools, but, since it is so inclusive, it probably deserves the large amount of time devoted to it.
The long lists of supplementary readings now provided in our American schools exert a wholesome influence. Their constant revision and extension furnish materials which in the hands of skilled teachers, guarantee to the pupils sure knowledge and ability in the use of the mother-tongue. The limitless resources in English literature, America's lavish provision for higher education and professional training, and the freedom granted to our teaching profession leave the teachers of our language without excuse. The pupils studying English in America have a right to expect the best. One condition which frequently militates against first class work in this line is that school boards all too frequently fail to realize that being a teacher of English means more than merely hearing lessons so many times a week. A very large part of the most important work must be done aside from class exercises. If there be any teacher justified in asking a reduction in hours of instruction it is the teacher of the mother-tongue.
Mathematics
Aim. Readiness in the four mathematical operations in whole numbers, decimal numbers, and simple fractions, written and oral. Ability to independently solve various examples in the forms in which they generally appear in practical life, also examples in proportion and examples in percentage, together with problems of planes and solids. Course and mode of its execution as given in a text—Instruction in Mathematics (Regneundervisningen)—followed in all essentials.
First Division
Class I. (Boys five hours, girls four hours, weekly.) Through constant use of illustrative material (objects about the room, wooden pins, cubes, the children's fingers, etc.) the children are taught to gradually become acquainted with the numbers to ten, twenty, thirty, and on up to one hundred; and they are afforded continuous practice in reading, writing, and explaining the numbers, as well as in performing simple solutions in the four arithmetical operations. At the close of the year the children should be able to count to one hundred forward and backward. They must know how to manipulate the numbers from one to ten in adding to or subtracting from any number less than one hundred, and be able, by the assistance of the tables, to answer questions in multiplication (two's to five's). and some questions in division. Chief importance attaches to the ability of the children to use the numbers from one to thirty.